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diff --git a/29163.txt b/29163.txt new file mode 100644 index 0000000..ed06f85 --- /dev/null +++ b/29163.txt @@ -0,0 +1,1092 @@ +The Project Gutenberg eBook, The Aural System, by Anonymous + + +This eBook is for the use of anyone anywhere at no cost and with +almost no restrictions whatsoever. You may copy it, give it away or +re-use it under the terms of the Project Gutenberg License included +with this eBook or online at www.gutenberg.org + + + + + +Title: The Aural System + + +Author: Anonymous + + + +Release Date: June 19, 2009 [eBook #29163] + +Language: English + +Character set encoding: ISO-646-US (US-ASCII) + + +***START OF THE PROJECT GUTENBERG EBOOK THE AURAL SYSTEM*** + + +Transcribed from the 1895 Thomas Brown pamphlet by David Price, +ccx074@pglaf.org + +[ENTERED AT STATIONER'S HALL.] + + + + + + THE AURAL SYSTEM; + + + BEING + + THE MOST DIRECT, + + THE STRAIGHT-LINE METHOD + + FOR THE + + SIMULTANEOUS FOURFOLD MASTERY + + OF A + + FOREIGN LANGUAGE + + TEACHING SIMULTANEOUSLY TO + + SPEAK, UNDERSTAND, READ, AND WRITE, + + BY + + A Linguist of nearly 40 years standing, and nearly 20 years resident + abroad. + + * * * * * + + BRADFORD: + THOS. BROWN, PRINTER, 311, MANCHESTER ROAD. + 1895. + +_Respecting the time required to learn a language_, _the writer ventures +to recommend the way he himself took when a boy to solve this question_. +_Having made choice of a known grammar_, _the exercises of which promise +a satisfactory degree of proficiency_, _let the student affix to each and +all of the lessons at the outset_, _the dates when they are to be done +and observe them_. _Some weeks a little perseverance and determination +may be necessary_, _but let him be inflexible with himself_, _curtail his +indulgences if required and his task will be done with ease_. + +_Subsequent studies are pleasant and easy_. + + * * * * * + +Some time ago, a Mr. Wm. Rodger came down from Glasgow for the purpose of +showing how foreign languages should be taught. He brought on a +gentleman, a clergyman from Leeds, who had gone through Otto's German +Grammar without being able either to speak or understand German; this +gentleman was able to bear testimony to the merit of Mr. Rodger's system +because by it he had learnt to do both. Of course his testimony rested +on one assumption. It assumed that having gone through Otto's Grammar +all learnt from it had been forgotten, and that the whole merit of his +success was due to Mr. Rodger's method. + +Mr. Rodger was of opinion, that foreign languages should be learnt as a +child learns its mother tongue. It seemed to me a strange use to make of +the reason and intelligence of the adult, to cast it aside as useless and +to ask the youth and man to become a child again. It appeared to me the +most wasteful of methods. Is language a science, and if so, what would +be thought of a similar proposal for acquiring any other science? But +are the cases parallel? Is there any similarity of circumstance? Can +the youth and man again place themselves in the circumstances of the +child? + +The child is constantly hearing the language spoken, everyone around it +is teaching it to speak, everything around it stimulates it to do so. +Nearly everything it learns, comes to it through its mother tongue; at +play it hears, it speaks. At five years of age it begins to go to +school, and from that time until its fourteenth or sixteenth year, +whatever else it studies, it must study its mother tongue. All other +knowledge reaches it through this medium. Every other study compels the +study and practice of its mother tongue and allowing ten hours per day +for sleep, by the time it is fourteen years of age seventy-one thousand +six hundred hours have been spent in such study and practice. + +Let us take the case of the youth or man who commences the study of a +foreign language. He has found that a foreign language will be of use to +him or has become necessary to him in his work. He begins to study it +and takes the usual one lesson per week of one hour's duration. In a +year he has spent fifty hours with the teacher; if he devoted two or +three hours weekly to the preparation of each lesson, he will have spent +150 to 200 hours per annum upon it, or, less absences and omissions, +perhaps 140 or 180 hours upon its study. This makes fourteen days of ten +hours or perhaps three weeks as against fourteen years spent by the child +upon its mother tongue. Multiply this amount of fourteen days by two or +three, and grammar is still seen by comparison to have accomplished a +stupendous miracle. But even this disparity is not complete, for whilst +the child, whether at work or play, never ceases to study and practice +its native language, and this is by far its principal occupation, the +youth and man, on the other hand, devote to the study of a foreign +language, the remnants, the odds and ends of their time, after having +exhausted their energies in their work. + +These were the considerations that occurred to me on thinking over Mr. +Rodger's prospectus. Nevertheless, it was impossible to regard as +satisfactory a method of tuition or study, which left the pupil unable to +understand or speak a language after having gone through a grammar like +that of Otto. The Grammatical Method being one which does not seek to +render easy and simple at the cost of efficiency, by eluding and evading +the difficulties and peculiarities of a language, but being the one which +fairly meets and masters them: there can be no question of dispensing +with its valuable assistance. The wise course is to adopt that method of +using it, which will enable us to derive most benefit from its teachings, +and ensure success. It is for this purpose the following has been +written. It follows from this, that if the pupil's time admit, the most +complete Grammar is the best. + +We have been amongst the most backward in this branch of study, but our +grammars since then have been largely borrowed from our more successful +competitors; from those who excelled as much in modern languages as we +ourselves in industry. They are in many instances the work of foreign +specialists and experts, they are the very instruments of success used by +our most successful rivals, how then can they be inadequate? Translation +has put us into possession of the best works used by our foreign rivals, +and if we are less successful than they, it is due, as a Swiss +correspondent of the "Manchester Guardian" recently stated, not to the +superior aptitude, but to the superior application of the foreigner. + +The writer first commenced studying foreign languages nearly forty years +ago, and has resided for nearly twenty years in various foreign +countries. His experience with regard to those who learn foreign +languages has been that those who commence the practice of a foreign +language with a previous knowledge of its Grammar, learn to speak it with +an ease, confidence and correctness never attained by those who try to +dispense with such preparation and study. On the other hand those who +have learnt to speak without such study, contract vicious and faulty +locutions, and rarely if ever make good the deficiency. They are +compelled of course to form a rough Grammar of their own, upon incomplete +information, and have to do so hastily and imperfectly. For writing, +where precision and accuracy are required a knowledge not based upon +Grammar is next to worthless. + +Most pupils have a fourfold object in studying a language; they wish to +be able to read and write, to speak and to understand it. By what method +could this be most easily achieved? If this work could be performed +simultaneously, it would effect a saving of time and labour, as well as +impress what was being studied more deeply upon the memory. The memory +for sound, form, music, figures, spelling, etc., appears to be distinct +and to vary in each one. If the memory for sound could be brought more +into play, it must help to retain more tenaciously what was learnt. + +Of course, the pupil can only expect to be master of the language so far +as he has studied and learnt. He cannot expect to reap where he has not +sown. Within this limit he learns to read, in preparing the lesson, and +to write, in writing out the exercises. + +But Mr. Charles Sauer says in the preface to his Italian Grammar 5th Ed., +page iv., "Everyone who has occupied himself with study of modern +languages knows, that by far the more difficult task is to _understand_ +the foreign language," (_i.e._, when spoken.) + +That cannot be called a success which leaves the most difficult part of +the task unaccomplished, nor can it be wise to allow difficulties to +amass and accumulate, if they can be mastered in detail as they present +themselves. The task is the education of the ear and tongue and this can +only be done by practice. + +To learn to understand the language when spoken, one must hear it spoken; +to learn to speak it, one must speak it. It may even have its advantages +if such conversation keep within the range of the pupil's knowledge. He +thus feels that he ought, must, and can understand, if he try. + +If the pupil speak to himself both these results are attained. This he +can do by studying aloud. His tongue will educate his ear and +familiarise it with the new sounds, whilst the ear will correct the +tongue. I assume, of course, that he is under the guidance of a teacher; +in this case with attention to the teacher's pronunciation and care, and +a little effort on his own part, he should soon pronounce correctly, +easily, and well. By translating the exercises aloud, from five to +twenty times, they should become as familiar to him as English. But +whether translating into or from English, the foreign sentences should +always be uttered _aloud_ clearly and distinctly. It is, of course, a +drawback, that in this translation aloud and alone of the exercises, the +eye should anticipate the ear in conveying the words to the brain, but, +when full allowance has been made for this, the gain for the pupil is +still immense as compared with the silent method of study. + +The learner should not be satisfied with being able to translate the +exercises, he should aim at being able to use his new tongue with the +same ease, readiness and fluency, as his native language. At each +successive translation, he gains in this respect whilst engraving his +newly acquired knowledge more deeply on his memory. The exercise which +the first time required fifteen minutes to translate, the fifth time will +probably take but three. + +A chief difficulty being the education of the ear, and the time spent +with the teacher being the pupil's best opportunity for this, the lesson +for the pupil so far as possible should be aural, the exercises being +spoken by the teacher to the pupil for translation and the pupil's +translations likewise being spoken. The pupil's book should be kept +closed during the translation. + +Supposing the pupil to be studying French. The teacher should first +speak the French exercise in French, the pupil translating each sentence +as spoken, into English. + +2. Then taking the English exercise, the teacher should translate it +aloud into French, the pupil retranslating each sentence, when spoken, +into English. + +3. The teacher should then speak each sentence of the English exercise +in English; the pupil translating each sentence in a distinct voice into +French. + +4. The teacher should then translate aloud sentence by sentence, the +French exercise into English; the pupil retranslating each sentence into +French. + +This will double the exercises, which are usually rather scanty. As we +see, this part of the lesson is for the pupil exclusively aural and oral; +he works through the ear and tongue only, his book being kept closed. + +In working alone at the preparation of his lesson, there is the +disadvantage for the ear, that, before the sound reaches it, the eye has +conveyed the meaning to the brain, but when working with the teacher as +above, this drawback is obviated. The test is indeed a more severe one +than actual conversation would be. When conversing, the subject is +known, and the question suggests the reply; but with disconnected +sentences, no such help is forthcoming. + +The pupil can much hasten his own progress by varying the exercises, +forming of them question and answer, changing tenses and moods of verbs, +varying them so far as he can trying how far he can make conversation out +of them. + +This method has further the advantage of showing the pupil plainly, week +by week, the progress he is making and the remedy being in his own hands, +he becomes responsible for his own failure. If he cannot translate +freely and easily, when with the teacher, he cannot expect later to speak +freely and naturally, when he comes to engage in actual conversation with +foreigners. His remedy is to translate his exercises alone, until he can +do so, as readily, as if they were English. The shyness and diffidence +that so frequently accompany first attempts to converse are not +experienced under this method. + +One reason why pupils in conversation fail to understand readily is +because they do not know the verbs well; do not know their grammar; a +sentence does not convey to them at once a definite meaning, and whilst +engaged in puzzling out the meaning of what has already been said they +cannot give their undivided attention to what their interlocutor is just +saying. + +I have described the manner in which on Mr. Wm. Rodger's visit in March +1891, I was led to this method. Theoretically it seemed to me sound, and +after having since tested it practically, I do not think its merit +exaggerated. In April last 1894, a French Grammar by Mr. Paul Baume was +brought under my notice. Mr. Baume recommends a similar method between +teacher and pupil, but omits to state how the pupil can best prepare +himself for it. Mr. Baume, will, I think find the difficulties he +mentions to disappear, if the pupil prepare himself as I have prescribed. +I have never encountered such difficulties, and attribute this to the +fact, that I always recommend pupils to prepare themselves by studying +aloud. Mr. Baume says he has practised his method with considerable +success during twenty years. I was not very much surprised at having +been partially anticipated by Mr. Baume, for, while error is infinite, +the truth is one; there can be only one straight line between two points, +and this seems to me the most direct, the straightest way to the +_simultaneous fourfold acquirement_ of a language. + +With a Grammar like that of Otto an expeditious mode of learning words is +desirable. Perhaps the quickest, is to transcribe the words to be +learnt, into parallel columns and covering up each column in turn, to run +down them ten or more times. Whilst doing this the foreign words should +always be pronounced aloud. The transcription impresses the spelling on +the memory, and where the written alphabet differs from the English +affords valuable practice. Arminius Vambery thought it a matter for +congratulation when having begun by learning ten words daily, he was able +to reach sixty. The column of twenty foreign words can be mastered in +about one quarter of an hour, and I have myself done over 200 at this +rate on some days, though I do not say they can be retained without +repetition. + +Lord Dufferin says that in a work of about 600 pages, there will probably +be three thousand words of which the meaning will be unknown to the +student. A list should be made of them, and they can be conveniently +mastered at the rate of forty daily and thus all learnt in three months. +With each successive work, the process should be repeated, until it +becomes unnecessary. He adds that this has the advantage that, if +necessary, after a long interval, by preserving such lists, the words can +be relearnt with little trouble. + +An able Swiss authority recommends the pupil to learn from 10,000 to +12,000 words of each language, dividing them into three or four classes +according to their usefulness or frequency of occurrence. He recommends +their periodical repetition. + +Asher's German Correspondent and Booch-Arkossy in the "Eco de Madrid" +recommend the translation of a good idiomatic work into English and its +translation into the language of the original, carefully comparing such +retranslation with the original and noting mistakes. With the teacher, +such translation may be made by word of mouth, the teacher translating +into English and the pupil retranslating each sentence when uttered into +the language of the original. + +Another method is to read and translate some idiomatic foreign work. At +the end of the paragraph, the teacher forms questions from each sentence, +to which the pupil replies. So soon as able, the pupil, in turn, +questions. This is I believe substantially the old "Robertsonian +method." The pupil can prepare his lesson by framing both question and +answer himself. It is excellent drill. + +Good practice in speaking is also to be obtained by the pupil's narrating +to the teacher in the language of the original, the contents of each +paragraph. He need not of course attempt to recite by heart the words of +the text, but merely repeat the sense. + +Mr. Chardenal recommends the pupil to translate mentally an increasing +number of sentences daily and to repeat them as frequently as possible +during the day. The sentences should illustrate important rules. His +object is to induce mental work, personal labour on the part of the +pupil. + +Arminius Vambery's method was to enter into imaginary conversations with +himself. + +All these methods do not mean discordance but agreement. All methods +which concurrently with Grammar, mean practice or induce it, are good. +This is the pith and secret of all successful systems: _practice with +method_ often, much, and aloud but by all means master the Grammar as +quickly and thoroughly as possible, and thus practice strengthens +grammar, while grammar guides and illumines practice. + +Dr. Abercrombie in his work, "Intellectual Powers" chapter "Memory," says +the depth, the permanence of an impression on the mind depends upon the +distinctness of the perception, the intensity with which it is +contemplated, the length of time during which it is kept before the mind, +the impression being very much strengthened by being repeatedly brought +before the mind. This labour must be a voluntary act on the part of the +individual. He adds: "The habit of listless activity should be carefully +guarded against by the young, and the utmost care should be taken to +cultivate the opposite, namely, of directing the mind intensely to +whatever comes before it in reading or observation. This may be +considered as forming the foundation of a sound intellectual character." + +Lord Macaulay attributed his marvellous memory to a very simple method, +adopted when a boy. When reading, at the bottom of each page, he +required himself to give an account of its contents. At the outset, said +he, he needed to reperuse the page three or four times, but he ended by +being able almost to recite a book from beginning to end after having +once read it through. This is also the essential feature recommended by +Dr. Abercrombie in his "Intellectual Powers" chapter on memory. Such a +method of summarising each letter, order, invoice, or conversation at its +close would also give good results to the Merchant, Clerk, or Traveller, +both in leaving a clear impression and in strengthening the memory. + +It certainly seems to me an excellent way for mastering the rules, and +would admit of their recapitulation each time the exercises are gone +through. + +Reading aloud is also an excellent practice. It improves the +pronunciation and trains or keeps the ear in practice. Its benefit is +not to be measured by what is retained by the memory. It confers also a +benefit similar to that which is derived from a course of arithmetic. +Grammatical peculiarities may be noted at the end of the book, and the +page added. As the limbs are invigorated and strengthened by suitable +exercise, so the powers of the mind are strengthened and developed by +following a great mind at its best, following its train of thought, of +reason. + +Mr. John Cryer in his school board electioneering address, 1894, ranges +promising pupils in the order of workers, plodders and bright ones. The +last are frequently overrated, the memory more quick than retentive. +"Wie gewonnen, so zerronnen," "Lightly come, lightly go," mere quickness +may prove a will o' the wisp, and may be peculiar to one subject, but the +capacity for patient, honest, painstaking work is a vastly more valuable +quality, which can be applied with fair success to any pursuit. It gives +earnest of the sense of duty, of responsibility, and that capacity for +self-sacrifice, which peculiarly fit and qualify their possessor for +positions of trust and responsibility; it is a pledge that the amount of +labour will be forthcoming to render equal to the position. "Practice +makes perfect" says the proverb. "Habit becomes second nature" and the +facility and aptitude which nature sometimes bestows as a free gift can +be acquired at the cost of application and diligence. + +Whilst mastering the first language the pupil is also learning how to +learn languages, each successive one becomes more easy. + +Let the pupil make it a rule always to do his best. He will naturally +take a pride and a pleasure in work well done, and by continually +striving and studying to do better, he cannot fail to improve in it. +This is the road to honest success, to happiness and to self-improvement: +this will continually enlarge his capabilities and strengthen his natural +powers, and, even if he fail in accomplishing all he aimed at, there can +be no better consolation than that of knowing that he has nothing to +reproach himself with that he has manfully done his best, and that he is +the better for the effort. + +In their desire to disparage and discredit the already existing system of +learning Foreign Languages by means of a Grammar, the exponents of the +"Natural Method" and "Method of Nature" choose to ignore the existence of +the large number of Linguists who have acquired their knowledge through a +Grammar. + +Mr. GOUIN is of opinion that one can learn a language perfectly in 900 +hours, or 300 lessons of three hours each, one can know enough French to +feel at home in France, to understand what is said in street, cafe, or +railway, to read a French newspaper with ease and to talk French with a +French accent in six months lessons of 2 hours each, five days per +week--_see_ "_Review of Reviews_" 1892, _page_ 512, _and January_, 1893. + +Most teachers under the Grammatical Method have to achieve success or +make the best of one lesson of one hour weekly. This is one-fifteenth, +or one-tenth of the time per week mentioned by Mr. GOUIN. + +The saving of time shown by the Grammatical Method is due to +generalisation. It distributes words into classes, defines the laws or +rules that govern their use, and regulates the construction of sentences. +Sentences are thus taught in groups and not singly. The pupil learns to +construct sentences, and does not simply learn by heart to repeat them. +He can thus supply himself at will with an infinite number. If he fail +thus to apply his knowledge, only his own lack of diligence is in fault. + +The writer first commenced the study of languages nearly forty years ago, +and during this time he has spent nearly twenty years abroad, in various +foreign countries, but he never met with a case where a pupil had +continuously, daily, earnestly, and honestly devoted one-fourth of the +time mentioned by Mr. Gouin to the study of a good grammar of a foreign +language who could reasonably complain of failure, nor indeed a shorter +space of time applied under the same conditions which did not meet with a +proportionate measure of success. + +The titles of the new methods have been adroitly chosen, they claim to be +those of nature and by implication stigmatise the Grammatical method as +unnatural. They profess that they teach a foreign language as a child +learns to speak its mother tongue. A very high classical authority +coupled "ratio et oratio" reason and speech as complements and +indubitably speech can only improve and develop as the mind unfolds and +matures. Those who adopt the new method appear to think the limitations +imposed by the immature child's mind worthy of imitation when dealing +with the riper adult. Rule of Thumb has the advantage that being born of +and acquired by practice it can be applied and put into practice, but it +is certainly rather late in the day to revert to it in the acquirement of +languages. We have had some experience of Rule of Thumb in this town. +The Grammatical Methods of teaching languages are those of teaching any +science in a thorough manner. They classify the various parts of speech +for the purpose of reducing them to rule, these are studied in detail and +the rule defines the conditions and limitations under which they can be +used in construction. This rule teaches us how we can correctly form +thousands of sentences on the model of one, instead of regarding each as +so many distinct phenomena. One Grammarian, Lennie, 47th Ed., defines +Grammar as the art of speaking and writing the English Language with +propriety. I venture to say that in dealing with a foreign language one +cannot express one's self with accuracy, nay one cannot be confident of +expressing one's own meaning at all without a grammatical knowledge of +it. But, of course, speech means practice, and no amount of theory can +become a substitute for this. + +Mr. Gouin was a youthful unmarried student of Caen University +distinguished by a capacious but not very retentive memory. He was sent +by the Professors to attend lectures at Berlin University and Hamburg and +proceeded to master German. He learnt the German Grammar in ten days. +But being unable to understand the lectures he learns the 1000 German +roots in four days, and again tries the lecture room with the same +ill-success. He then decided to learn the German Dictionary by heart and +did so in one month, but on again attending the lecture room, he was +still unable to understand. He passed ten months in similar efforts and +states that on one occasion he attended the lectures for a whole week, +without understanding a single sentence. He subsequently states, that +his previous ten months work, so far from being useful to him in a new +effort was detrimental. He had a wrong pronunciation, and there was not +a single verb in the whole language to which he did not attribute a +meaning other than the true one. He had to unlearn, then relearn. After +ten months labours he returned to France unsuccessful. Under a teacher's +guidance, with much less labour, he would have achieved an unqualified +success. + +By observing a young nephew of four years he is led to his present +method. He returns to Germany, puts it into practice, and is speedily +and eminently successful. He banishes Dictionary, Grammar, Roots, +Ollendorf and Robertson. + +Mr. Gouin appears to have thought that since a language is made up of +grammatical rules and words, it was only necessary to commit them to +memory to have mastered the language. His mistake was that of the person +who should suppose that since strength is derived from food, the more +food he swallows the stronger he becomes. He exceeded his capacity of +mental digestion and assimilation. + +Another cause of Mr. Gouin's failure was that of supposing that a +knowledge of the theory carries with it the ability to practice. + +Mr. Gouin states that his memory was in his eye not in his ear, and that +a month's interruption of his labours proceeding from disease of sight +brought on by overwork was sufficient to efface from his memory Grammar, +Dictionary all previously learnt. Dicken's Yorkshire schoolmaster, Mr. +Squeers recognised that knowledge acquired, ought speedily to be put into +practice. Mr. Gouin would have found in Paris, many young Frenchmen +engaged in commercial pursuits who speak Italian or Spanish or +Portuguese, and even English or German, well, who have never been in any +country where these languages are spoken. This was the case so far back +as 1866. + +_Review of Reviews_, 1892, _page_ 88.--Professor Blackie says that after +five months in Germany, he knew German as well as his mother tongue. He +attended Professor's lectures, took regular lessons in German. He added +to this the text-book used by Professor, daily intercourse with students, +and the constant reading of easy German books. By this combination of +social intercourse, primary training of the ear, and secondary use of +relative books both in reading and writing, he spoke German like English +in five months. Memory depends upon force of original impression and +frequency of repetition. He says that at the University pupils did not +learn to speak Latin. A new professor came who spoke it, made a speech +in it, and called upon the pupils to reply, Blackie was the only one who +ventured to do so, and had learnt by "spouting" Latin speeches of Cicero +etc. in his room. He used Italian vowels. + +Dr. Hanes says it is impossible to learn a language by the translation of +disconnected sentences, referring to the usual exercises of the +Grammatical Methods, and by learning lists of words. The sentences are +only disconnected in that they do not always form question and answer, +but this the student can easily and profitably remedy. Besides all +speech is not dialogue. _See page_ 7. They are no more disconnected +than are so many soldiers of a regiment, moving at the impulse of one +mind, and marching to the attainment of one object. The connection is +that all the soldiers act in unison in execution of the command of their +officers. The connection between the so-called disconnected sentences is +that they have been selected to illustrate and inculcate the rule under +study. This is the true connection that unites and harmonises them all, +that each leads the pupil directly to the attainment of his object--the +mastery of the rule. The illusory connection of some insipid narrative +is only delusive. + +What can a method be which, from the beginning excludes the mother tongue +of the pupil when he knows no other? it is necessarily confined to dumb +show and practice. It is no more to be compared for thoroughness to the +Grammatical Method than would be instruction in weaving by a weaver, with +the instruction of Master of the Technical School in constructing a +piece. Doubtless a person can learn to weave a piece in a Factory but no +one will compare such an acquirement with the course of instruction in +manufacturing, in the construction of a piece, imparted at the Technical +School, under the guidance, of Mr. Ashenhurst's text books. Grammar, in +the study of language is such a text book, it imparts order and method to +the study. + +We have suffered from the divorce and the dissociation of theory and +practice. Until recently our universities, or seats of learning, catered +only for the aristocracy, the land-owning class, and the clergy: science +was neglected. Originating in the natural advantages of an abundant +supply of easily-worked coal and iron, an extensive coast line, and a +favourable geographical situation, we had achieved an undeniable +pre-eminence in industry and manufactures, which was supported by +abundant cheap capital and a spirit of enterprise; it was backed by +workmen possessed of natural ability, and such skill as practice and +highly sub-divided labour can impart. All this was found insufficient to +enable us to hold our own, our supremacy was passing away, and when the +cause of our inability to maintain it was investigated, our deficiency +was declared to be the lack of a systematised higher education. Public +Spirit founded our Technical Schools to supply the remedy and they have +been found effective. + +Owing to the neglect of modern languages by our Universities and a system +of higher education which took no cognizance of industrial needs we were +amongst the most backward in this branch of study, but when interest was +aroused our grammars were largely borrowed from our more successful +competitors from those who excelled as much in modern languages as we +ourselves in industry. They were often the work of foreign specialists +and experts they are the very instruments of success used by our most +successful rivals, how then can they be inadequate? Translation has put +us into possession of the best works used by our foreign rivals, and if +we are less successful than they it is due as a Swiss correspondent of +the "Manchester Guardian" recently stated not to the superior aptitude +but the superior application of the foreigner. He is less sensible to +the attractions of football and out-door sports or at least they are not +of such an all-absorbing irresistible temptation. With a mother tongue +compounded of the Teutonic and Romance languages, no other people than +the British enjoys such a natural facility for acquiring both the German +and French and their sister tongues. + +In 1893 the Scotch Education Department issued a report to the Lords of +the Committee of Council on Education for Scotland, by Professor Herbert +A. Strong, L.L.D. on + + METHODS OF TEACHING MODERN LANGUAGES IN BELGIUM. + +Belgium was selected as a field for investigation, says Professor Strong, +because, from force of circumstances it has paid particular attention to +this branch of instruction, the necessity of learning modern languages +being there felt, much more strongly than in Britain. It is a small +country, thickly populated, with an extensive commerce, for which as well +as for its literature, it is compelled to look to countries larger than +itself. It embraces three languages within its borders--Flemish, spoken +by more than three millions; Walloon by over two millions, and French the +language of literature and commerce. + +In the Primary Schools, French, the language of their Literature and +Commerce is studied six years. Every child must study one language +besides its mother tongue. This is compulsory. + + 1st 2nd 3rd 4th 5th 6th + year + +Girls 2 2 3 3 3 3 hours +weekly + +Boys 2 2.5 4 4 3 3 hours +weekly + + + +It is understood, it is no part of the duties of the primary school to +teach the literature of a language. + +In the Athenees, or Secondary Schools, French or Flemish compulsory +courses comprise six lessons a week during first two years, and three +lessons per week in following years:-- + + + +German six years, page 11. 7 years, page 12. + +1st 2nd 3rd 4th 5th 6th 7th + year + + 2 4 3 3 3 3 hours + + + +The degree of proficiency of the pupils is also stated page 17. In these +schools the method of teaching from objects is not anti- but simply +ante-grammatical as is apparent from the classes in which the two methods +are respectively in use. In the two lowest classes of a primary school, +ignorance of their own language, and their unripe mental powers would not +admit of children of such tender age learning otherwise than from +objects. + + + + +Supplement. + + +The following French Numerals are differently pronounced according +1st--as they stand alone, or are joined to Noun or Adjective beginning, +2nd--with Vowel. 3rd--with Consonant. + +Compound numbers as simple ones. + +Practise the sounds given with _the words_ + + alone ans livres + + un un un n'arbre un + + deux deu deuz deu + + trois troi troiz troi + + quatre quatre quatr' quatre + + cinq cinq cinq cin + + six siss siz si + + sept set set se + + huit huitt huit hui + + neuf neuf neuv neu + + dix diss diz di + + 17 diss-sett, 18 diz-huit, 19 diz-neuf, + + vingt vin vint vin + + quatre-vingts quatre-vin quatre-vinz quatre-vin + + cent san sant san + + + +In ils etaient neuf a diner, neuf en tout, the f keeps its natural sound. + +No tie is ever made before onze + +In 21 to 29 the t of vingt is sounded, 22, vint-deu, 23 vint troi etc. +From 80 to 99 the t of vingt is everywhere mute, and the n is sounded +nasal. Quatre-vingt-un is sounded quatre-vin-un. + +Cent un is sounded san un; but 200 deu sanz hommes. + +Mille, thousand has no plural form. deux mille 2000; deux milles means +two miles. Mil is used in Christian era, l'an Mil huit cent, 1800. + +In pronoun Tous, the is never silent and always pronounced like c or ss. + +In Belgium for 70, septante, for 80, octante, for 90 nonante are used. + +"The Aural System" Supplement. + + + + +***END OF THE PROJECT GUTENBERG EBOOK THE AURAL SYSTEM*** + + +******* This file should be named 29163.txt or 29163.zip ******* + + +This and all associated files of various formats will be found in: +http://www.gutenberg.org/dirs/2/9/1/6/29163 + + + +Updated editions will replace the previous one--the old editions +will be renamed. + +Creating the works from public domain print editions means that no +one owns a United States copyright in these works, so the Foundation +(and you!) can copy and distribute it in the United States without +permission and without paying copyright royalties. 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